2025/11/15 by Sandris Zeivots, Alison Casey, Tiffany Winchester +19 · 1 voice · 2 citations
Computer Science · Social Sciences · #Digital Education and Society #Higher Education Practises and Engagement #Digital Media and Philosophy
paper · pdf · doi:10.1007/s42438-025-00595-4
openalex publication_date 2025/11/15 · openalex created_date 2025/11/15 · openalex updated_date 2026/07/23
Abstract This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewers to engage with postdigital inquiry, structured in three parts: (1) a review of literature on co-design, GenAI, and postdigital theory; (2) 11 situated contributions from educators, researchers, and designers worldwide, each offering practice-based accounts of co-design with GenAI; and (3) an explorative discussion of implications for higher education designs and futures. Across these sections, we show how GenAI unsettles assumptions of collaboration, knowing, and agency, foregrounding co-design as a site of ongoing material, ethical, and epistemic negotiation. We argue that postdigital co-design with GenAI reframes educational design as a collective practice of imagining, contesting, and shaping futures that extend beyond human knowing.